2018届人教版必修一一轮复习：Unit2English around the world单元教案设计(22页)

2018届人教版必修一一轮复习：Unit2English around the world单元教案设计Period 1 A sample lesson plan for reading(THE ROAD TO MODERN ENGLISH)IntroductionIn this period, after the warming up, students will first beguided to answer the question Why do people learn English？Then they will be helped to read an exposition （说明文）entitled THE ROAD TO MODERN ENGLISH. It‟s about thedevelopment of the English language and the causes for itsvarieties in use today.Examples of “Warming Up” designs are presented in this book for teachers‟ reference. Computer and overhead projector may be used to aid the teaching and learning.Objectives■To help students get to know about English development■To help students better understand “learning English”■To help students understand and use some important words and expressions■To help students identify examples of Indirect Speech (II): request & commands in the textFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedure1. Warming up⑴Warming up by listingGood morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let‟s make a list of them on the blackboard.⑵Warming up by answering questions about EnglishGood morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?●What is Standard English?Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.●What is a dialect?A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.●Do we have standard Chinese? What is it?In China there‟re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.⑶Warming up by giving reasonsUnit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?2．Pre-readingWe are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?Go on with your reasons. I shall write your suggestions on the board as you make them.3. Skimming the text for general ideasNow we go to page 9 to skim the text for the main idea of each paragraph.4. Reading and fillingRead the text to complete the chart below.5. Reading and copyingNext we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.6. Making a diagram of the text and retell the textWe shall try to read for the organization of the text and make a diagram of the text organization.7. Learning about language points8. Closing down by doing exercisesTo end this period you are to finish the following tow exercises.Period 2 A sample lesson plan for Learning about Language (Indirect Speech and Indirect Speech: <II> requests & commands) IntroductionIn this period students will be helped by the teacher first to discover useful words and expressions, and then to discover and use useful structures. Direct & Indirect Speech is again presented in systematic details.Objectives■To help students better their speaking by reading aloud the text to the tape■To help students understand and use indirect speech to express requests and commands■To help students learn to use some useful words and expressionsProcedures1. Warming up by reading the text aloud to the tapeTo begin with we shall read the text learned yesterday to the tape. Try to make your reading aloud as native-like as possible.2. Building your word power3. Learning about direct and indirect speech4. Discovering useful structures by learning to offer commandsIn groups of four, think of at least three commands your teachers and parents usually give. You may follow these steps.Choose one who is to give the first command.Ask another person in your group to tell somebody what you said.The third person will change the request or command from direct into indirect speech.Change role so that each person gets the chance to give commands and turn them into indirect speech.5. Finding out differencesWhat are the differences between the request and command?The replies are given and you are to give a request or a command. Write the sentence down in the blank.★A: _______________________________________B: I‟ll go and collect some wood right now, master.★A: _______________________________________B: Of course I‟ll be happy to collect your shopping for you.★A:__________________________________________B: Yes. I‟ll shut the door at once, Mr. Zhang.★A:_________________________________________B: No, I won‟t get your coat if you talk to me like that.★A:_________________________________________B: Sorry. I‟ll get that book for you right now.6. Looking back7. Closing down by going over the learned expressionsTo end this period we shall sum up all the expressions learned so far from this unit.Period 3 A sample lesson plan for Using Language(STANDARD ENGLISH AND DIALECTS)IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit.Objectives■To help students read about STANDARD ENGLISH AND DIALECTS■To help students listen to dialects in English■To help students act out conversation and write their own■To help students brainstorm for reasons why we learn English and make a poster about learning EnglishProcedures1.Warming up by making a listThere is not a single English in the world. There are varieties of Englishes. That is, there are many different dialects of English in the world. We are going to make a list of dialects of the English language.2. Reading⑴Reading for main ideasTurn to page 13. We are going to read the text quickly to find the topic sentence for each paragraph.⑵Going to the detailsDo you have any difficulties with the structure and the words in the passage?Now we shall talk about them in detail.3. ListeningLet‟s go to page 14. We are going to listen to a boy named Buford speaking a southern dialect of AmE with an East, Texas accent.You know pronunciation is determined by accent. I am speaking with accent, too. It is a Chinese accent.On the other hand, Buford‟s teacher, Jane, speaks standard BrE. That‟s what isheard on the BBC.I am going to play the tape twice for you to listen to answer the four questions on page 14.Next listen once more to complete the form below giving the standard equivalents for the dialectic words from Buford‟s story, using the context.4. Talking about British English (BrE) and American English5. Learning about the differences between British English (BrE) and American English (AmE)6. Listening to and acting out conversationsOn page 15 you see a conversation among Amy, Lady and friends. Read, listen to and act it out in groups of three.7. Writing⑴Brainstorming for ideasWhy should we learn English? Now in groups of four brainstorm for as many reasons as possible why you are learning English.⑵Making a posterWhy should we do exercises?Make guesses about your title, reasons and conclusion.Then, in pairs, work on your poster.I will ask several pairs to present their posters in class for assessment.⑶Assessing your writingsCan you give persuasive reasons for the topic on your poster?Can you verbalize your ideas fluently?Can you put your own experiences into a broader perspective?Can you organize your ideas in a logical way?Have you made a brainstorming map before you set out to design your poster? Do you think it helps your writing?What kind of mistakes have you made in your writing? What can you do to avoid such mistakes?8. Closing down by reading article about learning EnglishPart 3 Teaching Assessment第三部分教学测评I. Structure and vocabulary1. The local economy still relies on traditional industries _____ farming and mining.A. such asB. for exampleC. and so onD. as2. —I‟ve never seen this kind of plant before!—As far as I know, it‟s a plant ____ to the eastern US.A. nativeB. homeC. houseD. family3. There are six of us in the family, or seven if you____ the dog.A. containB. includeC. haveD. hold4. Your basic salary will be $15,000 and ___ you‟ll receive generous travel expenses. (2004武汉调研)A. graduallyB. in additionC. totallyD. in all5. We‟ve known for years. ____, since we were babies.A. OkB. By the wayC. ActuallyD. Let me tell you6. —Does he know how to work out the problem?—Yes, he has ____ a good idea to solve it.(2004湖北八校)A. caught up withB. kept up withC. come up withD. put up with7. The new English textbook ___10 units, ____ two mainly revision.A. includes; containingB. includes; includingC. contains; containingD. contains; including8. The student asked his teacher ____ the use of Direct Speech and Indirect Speech.A. explainingB. explainedC. explainD. to explain9. You are ___ by law to stop your car after an accident.A. demandB. requiredC. wantedD. ordered10. She looks much older than her age ____ ten-year hard work.A. becauseB. because ofC. as a resultD. forII. A cloze testSo why has English changed over time? All languages 11____(change) when cultures 12______(communicate with) one another. The English 13____ (speak) between about AD450 and 1150 14_____(be different from) the English spoken today. Actually, it was 15_____(base) more on German than present day English. Then from about 1150 to 1500 English 16_____(change) even more. It became less like German, and more like French because those who17_____(rule) England at that time spoke French. It became closer to the language you are learning now. In the 1600‟s, Shakespeare 18______(make use of) a wider vocabulary than ever before. One big change in English usage 19 ___(happen) when Noah Webster wrote the American Dictionary of the English Language, 20_____(give) American English its ownidentity.III. Translation1.世界很多人把英语作为外语来讲。